Exploring the Online EFL Classroom Ecology of Middle Schools During the COVID-19 Lockdown

The outbreak of COVID-19 has induced an abrupt shift from face-to-face instruction to online delivery mode for academic continuity. This research aims to explore the ecology of the pandemic-induced online English as foreign language (EFL) classrooms in Chinese middle schools and perceptions held by the English teachers, students, and parents. By analyzing data collected from 10, 576 questionnaires and eleven interviews, this study revealed how these participants played their respective parts in online EFL classroom ecology. Also, it was found that teachers’ evaluations of students’ learning performance (learning engagement and outcomes) and teacher-student interactions (in-class interaction, after-class interaction, and teachers’ feedback about homework) and their overall satisfaction of the online EFL classrooms were lower than that of the other two groups. In addition, major concerns of the participants about online EFL teaching and learning were identified, such as students’ vision damage and inadequate self-discipline, lack of face-to-face communication, and unstable Internet connection. Through presenting and discussing the research findings, this study is expected to provide implications and insights for foreign language educators, learners, and parents worldwide in adapting to online classrooms during public crises.

How EFL Teachers Engage Students: A Multimodal Analysis of Pedagogic Discourse During Classroom Lead-Ins

Classroom lead-in is the initial stage for motivating students to become engaged in-class interaction. However, little research, to our knowledge, has analyzed the role of teachers’ multimodal competence reflected through their multimodal pedagogic discourse in the realization of the ultimate goals of classroom lead-ins. Based on the data collected from a teaching contest in China, this paper explores how two-winner teachers utilize their multimodal ensembles of communicative modes to engage students during classroom lead-ins. The analysis shows that different communicative modes construct the higher-level action of lead-in, and they are orchestrated into multimodal ensembles for the specific function of each lead-in move. The findings indicate that EFL teachers’ high multimodal competence plays a decisive role in performing classroom lead-ins, and different lead-ins strategies influence the different orchestration of communicative modes. In constructing multimodal pedagogic discourse, teachers build up their professional image and display their personal charm as well. Future research for multimodal discourse analysis and pedagogic research is suggested in the paper.

PEMATUHAN MAKSIM KUANTITAS GRICE PADA TUTURAN GURU DALAM INTERAKSI KELAS BAHASA ARAB DI MA AL MUNAWAROH JOMBANG

<p><em>The teacher's speech dominates in interactive activities with students in learning Arabic. To realize communicative and interactive learning, the teacher obeys the maxim of quantity proposed by Grice, which is to speak as briefly and clearly as possible so that the information conveyed can be understood easily. This article examines how to comply with Grice's maxim of quantity in the teacher's speech in Arabic class interaction. This research uses a qualitative case study approach in which data is collected through the documentation method and then analyzed using an interactive method. The results of this study are, the observance of the maxim of quantity in the teacher's speech is used in several categories; namely, 1) Requestives "begging", 2) Requestives "Praying"; 3) Requestives Ask; 4) Questions "ask"; 5) Questions "probing", and 6) Prohibitives "Prohibiting". Compliance with the maxim of quantity in Arabic classroom interactions between teachers and students positively impacts student activity and makes learning more conducive.</em></p><p><strong><em>Keywords: </em></strong><em>the maxim of quantity, Speech act, classroom interaction.</em></p>

Research on Teaching Method and Class Evaluation for International Online Teaching

The COVID-19 epidemic in 2020 posed a sudden and serious challenge to education where online teachings were adopted, and problems that people had not noticed before were exposed. Based on the experience of international online course and the study of online teaching, the paper focuses on the associated problems and puts forward some solutions. First, based on the performance of current software and hardware used in online teaching, the characteristics of commonly used teaching software have been analysed and compared. Then, efficient combinations of teaching software for complementary advantages are recommended to ensure a high-quality online teaching. Second, problems inside of class existing in online lecturing and learning are studied, and corresponding teaching methods have been explored including the aspects of class interaction design and implementation, alternative method for delivering essential video information, and online class management. Finally, some objective class evaluation criteria are studied in terms of coverage of class content, learning effect of specialized knowledge, and online class interaction. In the end, some feasible solutions are provided, and it can be served as a reference to improve the online teaching.

In-class and out-of-class interactions between international students and their host university teachers

The critical role of teacher–student interaction in students’ educational outcomes, sense of belonging, and psychological and social well-being makes teacher–student interaction between international students and their teachers at the host universities worthy of research. Using Norton’s model of language, identity and investment to examine Chinese students’ in-class interaction with their Australian teachers, we found Chinese students tended to avoid classroom interaction. Although this finding appears to be due to language and cultural reasons, Norton’s model seems to provide a more profound interpretation of our participants’ reluctance to invest in in-class teacher–student interaction, particularly with the addition of the ‘culture’ element to the model. Students’ out-of-class interaction with their Australian teachers seems to reveal a tension in intercultural communication: most participants favoured oral, face-to-face and immediate communication by using phones and social media apps rather than emails. Suggestions for enhancing intercultural understanding and interaction between international students and their host university teachers are discussed.

Creating a Sustainable Education Environment with Augmented Reality Technology

As the COVID-19 epidemic caused new requirements in education, the use of various technologies and materials in science education has gained more importance for sustainability. Among other objectives, the subject of science aims to help students gain skills such as identifying problems, doing research, forming hypotheses, completing experiments, conducting analyses, and reporting the findings. Some of the problems experienced in science education are caused by the lack of tools and equipment. Through augmented reality (AR), a developing technology that is also used in the field of education, a digital layer is superimposed over authentic world images. The main aim of this study is to determine the views of students and teachers regarding augmented reality content developed for science education. The study group consists of 80 seventh-grade students and 4 science teachers. The study adopted a qualitative data collection method so the researchers developed and used semi-structured interview forms for the students and the teachers during the interviews. Both the students and the teachers reported the positive effects of AR practices on improving the understanding of science topics, offering a visual topic introduction, and contributing to the in-class interaction during class hours.

The Influence of Environmental Conditions on Intake Behavior and Activity by Feedlot Steers Fed Corn or Barley-Based Diets

This study evaluated the influence of diet and environmental conditions on intake behavior and activity of feedlot steers. Feedlot rations used were comprised of a main concentrate: (1) corn or (2) barley. A GrowSafe system measured individual animal intake and behavior and HOBO accelerometers measured steer standing time. An Onset weather station collected on site weather data. Steer daily intake displayed a diet by temperature class interaction (p ≤ 0.05). Relative temperature change had no effect on variation in intake (p = 0.60); however, diet influenced variation of intake (p < 0.01), where corn-fed steers had a greater coefficient of variation (CV) than barley-fed steers (21.89 ± 1.46 vs. 18.72 ± 1.46%). Time spent eating (min d−1) and eating rate (g min−1) both displayed a diet by temperature class interaction (p ≤ 0.05). Diet did not affect steer lying activity (p ≥ 0.12), however, time spent lying (min d−1) and frequency of lying bouts (bouts d−1) increased on relatively cold days while the duration of lying bouts (min bout−1; p < 0.01) decreased. Short-term environmental temperature changes interacted with diet influencing feedlot beef cattle intake behavior; however, they did not interact with basal diet in respect to steer activity.

Psychological and pedagogical aspects of chemistry distant teaching to foreign university entrants

Chemistry is one of the most important courses in the system of pre-university training of prospective specialists with higher medical education. During the pandemic, we had to face some problems when organizing chemistry distance learning. There was a lack of data and opportunities for out-of-class interaction with students, since it was necessary to switch to the remote format in a very short time, literally within a few days. It was necessary to develop a model and methodological support to teach chemistry in the distant format and develop relevant professional competencies. The theoretical basis of the research is the theory of the planned development of mental actions and concepts and activities. Analyzing the results, we came to the conclusion that the implementation of this approach increased the motivation of university entrants to study chemistry. Methodological materials helped to improve the quality of training specifically for foreign entrants who did not know Russian well. The results of the final testing made it possible to conclude that the use of distance education or its elements in pre-university chemistry training is promising, necessary and expedient. All students in one way or another coped with the final certification and received certificates that allow them to continue their studies at a medical university.

A Mixed-Method Examination of Adopting Focus-on-Form TBLT for Children’s English Vocabulary Learning

This study investigated the influence of focus-on-form task-based language teaching (TBLT) on Taiwanese children&rsquo;s English vocabulary acquisition and retention. Focus-on-form TBLT here refers to instruction in which the teacher and students interact, negotiate, and respond to each other on the subject of a second language (L2) vocabulary. The participants (N = 71) were all enrolled in the third grade of a central Taiwan elementary school. The experimental group (N = 42) received TBLT lessons with a focus on form. In contrast, the control group (N = 29) received more conventional lessons based on the presentation-practice-production (PPP) model. Quantitative data were collected from three vocabulary tests. Qualitative data were gleaned from the teacher/researcher&rsquo;s journal logs. Although the statistical comparisons showed no significant differences between the two groups in the three VKS tests, the qualitative data suggest that students in the two groups responded differently in terms of their in-class interaction and personal involvement. It seems that interaction and output production induced in the experimental group possibly facilitated the comprehension and acquisition of L2 vocabulary. The study also provides pedagogical implications for implementing TBLT with a focus on form to increase the retention of L2 vocabulary.